过去的学校纪律经验:残疾成年人的观点
Hannah E Fraley1, Gordon Capp2
1University of Nevada, Las Vegas, Las Vegas, NV.
The Journal of school health
|April 18, 2024
概括
有残疾的成年人报告说,他们经历了学校严厉的纪律,经常涉及权力压制的动态,导致了负面的结果. 包括残疾学生的声音对于改善学校纪律和培养包容性环境至关重要.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 学校纪律显著影响学生的长期未来.
- 残疾年轻人经常面临误解和严厉的纪律处分,增加了不利后果的风险.
- 有限的研究已经从残疾人的角度探索了学校纪律经验.
研究的目的:
- 调查残疾成年人过去的学校纪律经验.
- 了解残疾成年人如何感知并受到学校纪律实践的影响.
主要方法:
- 使用了定性描述方法.
- 该研究利用和平与权力概念模型来框架分析.
- 九名残疾成年人分享了他们过去的学校纪律经验.
主要成果:
- 八个主题出现了,被归类为"和平力量对抗权力"的动态.
- 主题包括"羞辱"",威胁"",逃避"",观察"",避免"",分离"",隔离"和"失败".
- 确定了压迫性的权力支配动态,往往源于未满足的严格的课堂期望.
结论:
- 课堂纪律可以表现为解放的和平力量或压迫的权力动态.
- 需要教育工作者对结构性偏见的认识,以促进恢复性正义,社会情感学习和包容性.
- 未来的研究应该优先考虑将残疾学生的声音纳入学校纪律实践,并考虑教育工作者在促进包容性教室中的作用.
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